CEP812 Final: C.Q. and P.Q.

pq and cq InfographicThe end of CEP812 coursework marks a significant point in my career as an educator in the field of technology.  For the final project, we were asked to reflect on our PQ (passion quotient) and CQ (curiosity quotient) discussed in an article by Thomas L. Friedman’s “It’s P.Q and C.Q. as Much as I.Q”. Friedman puts forth an obvious shift in technology of being hyperconnected and how it affects every public sector like education. So, how do we adapt to this hyper mode in education? Teachers must initiate and persist in developing skills for integrating effective technology in the classroom. Although current society is in hyper mode and hyperconnected, technology will not replace skilled and innovative workers that could use technology as a tool instead of a replacement. Thus, we must rely on our P.Q and C.Q to sift through all the new digital tools and reinvent the way we should use them.  Check out my infographic to see my P.Q. and C.Q.


Friedman, T. L. (2013, January 29). It’s P.Q. and C.Q. as Much as I.Q.. The New York Times. Retrieved fromhttp://www.nytimes.com/2013/01/30/opinion/friedman-its-pq-and-cq-as-much-as-iq.html


CEP812: Rethinking Education for the 21st Century


(Astrae, 2013)

When we think of wicked problems such as rethinking teaching, my colleagues and I looked at the complexity of 21st century learner, educator and educational institution. We gathered that the learner will strive in today’s global economy through self-directed learning which is both innovative, creative, and engaging. The self-directed learning environment along with carefully integrated technology will create self-directed choices as they relate to real-world problems and their solutions.  Consequently, the educator must comply with these global demands and teach learning within the new set of 21st century skills that reflect self-directed learning. The teacher and educational institutions can use TPACK to help guide them in rethinking teaching through the context of technology, pedagogy and content knowledge. Thus, educational institutions must collaborate closely with teachers to create an effective, self-directed learning environment for its learners. 

Project Check out the synthesized group project: Rethinking Education for the 21st Century on Blendspace.

Image Credit

Astrae (2013). Self-directed learning mind map. [image]. Retrieved from https://classroomaid.files.wordpress.com/2013/03/self-directed-learning-mindmap-large_by_astrae.jpg

CEP812-Technological Integration Survey

For this week’s assignment, we were asked to create a survey that would show us data about technological use and integration in the classrooms within our workplace communities. With 50% contributions from an elementary staff department at an international school in Morocco, the full findings, at times staggering, may be read here. To view a summary of my survey results, check out the infograph below.

Technology Integration

CEP812: Assistive Technology for Students with ADHD

Courtesy of NSPT4kids.com

For this week’s CEP812 assignment, we were asked to research three peer-reviewed journal articles on a learning disability (LD) and come up with an assistive technology we saw best fit for that LD. I chose Attention Deficit and Hyperactive Disorder (ADHD) for the primary reason that I teach the age group where ADHD symptoms begin to surface. It is vital to my educational practice that I am not only able to identify the implications of a student with ADHD but that I should also create an equal learning environment for success. One way to achieve that is to seek Assistive Technology (AT) and determine if it fits that particular student’s needs. In my opinion, I believe that the AnyBook reading pen is the best AT tool that could aid students by helping them focus on the reading task at hand with minimal distracting stimuli that interferes with retention and retrieval of information in students who exhibit ADHD symptoms. You can read my research-supported essay on the subject HERE.

Courtesy of Franklin Electronics, Inc.

Here is an instructional video from Franklin Electronics on how to use the AnyBook Reading Pen.


Franklin Electronics, Inc. (n, d.). The AnyBook reading pen. [image]. Retrieved from http://keepinglifecreative.com/wp-content/uploads/2011/01/anybook-reader.jpg

Franklin Electronics, Inc. (2011). Anybook reader and instructions use. . Retrieved from https://www.youtube.com/watch?v=_TUtQGnKrkA

NSPT4kids (n,d.) ADHD-infographic. [image]. Retrieved from http://cdn2.hubspot.net/hub/62762/file-14957426-jpg/images/adhd.jpg

CEP812: InfoDiet


(Wolpert-Gawron, 2014)

As I was reflecting on the second half of Gee’s book “The Anti-Education” for this week’s CEP812 assignment, I realized that I was part of his biased theory where I tended to lean towards information that already supported my views regarding education. Before starting my Master’s program, I was under the impression that once I graduated from my undergrad program, I was going to be a set educator for life. I thought I had all the tools and set of skills needed to be thriving in my profession. What I sadly did not realize until now is the lack of information I was seeking out on my own. I was basically going from one district mandated professional development to another: consuming and seldom interacting/producing. 


Thus, to be proactive with my informational diet that is based on evidence versus ideology, I chose three sources that I think will push the limits of my educational thinking through consumption and interaction.


Scoop.it/CommonCoreOnline by Darren Burris



(Courtesy of Scoop.it)

I chose this source because it pulls in all the Common Core related issues from other reputable sources such as USNEWS and teachingchannel.org. This source compiles implementation of the Common Core State Standards and their subsequent assessments. This source also includes various stances on the Common Core Standards and its effect on the educational system. Some of the articles have already informed me of the multitude of ways teachers are implementing the Common Core Standards that align with the old state standards. This is vital to my informational diet as it will inform me on the current status of the Common Core issues in the States as I am teaching abroad and do not have a sense of the struggles and victories some school districts are going through by implementing these standards.




(Courtesy of Edutopia)

This seems like an obvious choice that I have not utilized to its full potential. It has many great resources and articles on game-based learning to the “8 Minutes That Matter Most”. There is also an archive of helpful videos as well as the opportunity to participate by “joining the conversation”. This will push my thinking in terms of taking each facet of my core subject areas and improving them based on their current limitations and ineffectiveness. I think by participating with other teachers, I can get their experienced viewpoints and opinions where I can arrive at a best-case solution.


Education Week


(Courtesy of Education Week)

Last but not least is the Times of education: Education Week. EW is the kind of educational source I tend to avoid. I have always associated it with pointless politics and constant repertoire of things that do not work in schools. Since my obvious distaste for that area of education, it was only fitting to add it to my information diet as it will guarantee to push my thinking in new ways and hopefully come to view that side of education in an informative way instead of avoiding it like the plague.


“What if human beings are not meant to be individuals, but rather, are meant to be parts of a bigger whole?” suggested Gee. He notes that the human race has reached its intellectual potential through the mind and technology, however as a whole unit, “humans are not meant to think for themselves by themselves, but, rather, to integrate with tools and other people’s minds to make a mind of minds” (Gee, 2013). This is a powerful statement that has driven my search for informational sources that will most definitely push my thinking in new and challenging ways.


Gee, J.P. (2013). The anti-education era: Creating smarter students through digital learning. New York, NY: Palgrave Macmillan.

Photo Credits:

Education Week. (n, d.) Education week logo. [image]. Retrieved from https://rossier.usc.edu/files/2013/10/education_week_logo.jpg 

Edutopia. (n, d.) Edutopia logo. [image]. Retrieved from http://www.misswheatonsartroom.com/uploads/2/5/0/6/25067771/3575304_orig.jpg 

Scoop.it (n, d.) [image]. Retrieved from http://www.scoop.it/t/common-core-mathematics 

Wolpert-Gawron, H. (2014). The power of I don’t know. [image]. Retrieved from http://www.flickr.com/photos/rzuniga/15268475448/ 

CEP812: Response to “The Anti-Education Era: Creating Smarter Students through Digital Learning”

(Wikipedia.org and The Miami Herald)

In this week’s CEP812 assignment, we were asked to critically read J.P. Gee’s “The Anti-Education Era: Creating Smarter Students through Digital Learning” to identify the limitations of solving big, complex world problems. Gee had a dominant thought that rang out throughout the book in the form of ideology. He clearly states that ideology is limiting individuals from solving problems through evidence-based knowledge because they are more prone to meaning and support of individual beliefs. In my essay, I also go on to discuss my personal experience of ideology limiting the use of technology in the workplace. The link can be found HERE and any thoughts or questions are highly appreciated.


Miami Herlad (n,d.) [Image]. Retrieved from https://notasaocafe.files.wordpress.com/2008/02/morin_21022008_3.jpg

Wikipedia (2011) Jamesgee. [Image]. Retrieved from http://upload.wikimedia.org/wikipedia/en/0/07/Jamesgee.jpg

CEP812: Screencast of StoryMaker



Courtesy of StoryMaker: Carnegie Library

In this week’s CEP812 assignment, we looked at various problems that we deal with on a daily basis. Some problems are well-structured, while others are ill/complex and wicked problems. I decided to delve deeper into a complex problem of teaching narrative writing to 1st grade English Language Learners by using an interactive writing tool called StoryMaker. Above is a screencast link explaining how my students could effectively use StoryMaker for narrative writing and how it differs from Storybird.